Dissertation
Teacher beliefs about Chinese character acquisition via computer-assisted language learning: a multiple case study
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2024
DOI: 10.25820/etd.007353
Abstract
Teacher beliefs have received substantial attention particularly in Chinese as a world language context due to the Chinese language proficiency challenges, Chinese character complexity, and cultural barriers. With the development of cutting-edge technology, Computer-Assisted Language Learning (CALL) has played a pivotal role in Chinese language acquisition, empowering learners with interactive tools, online resources, immersive experience, and more that enhance Chinese language learning. However, there have been limited in-depth research exploring teacher beliefs about Chinese character acquisition via CALL. This multiple case study drew upon the theoretical framework of language teacher cognition (Borg, 2015). The research questions included: 1) What are teachers’ beliefs and perceptions about character acquisition via CALL? 2) How do teachers implement CALL when teaching characters? 3) What benefits and challenges do teachers perceive when incorporating CALL in character acquisition? This study comprised three secondary Chinese teachers in the United States. These teachers located in various regions, with a diverse teaching experience. Data were collected via Zoom, including first individual interviews about teacher’s perceptions and stated practices, classroom observations, second individual interviews about teacher’s perspectives on benefits and challenges of characters acquisition via CALL, and a focus group discussion where teachers sharing their knowledge, experiences, and beliefs. Thematic analysis was employed to analyze the qualitative data.
The findings suggested that teachers view CALL as valuable, beneficial, enhancing student engagement in character acquisition which have evidenced in the literature (e.g., Chen et al., 2013; Hsiao et al., 2015; Zhan & Cheng, 2014). Moreover, the teachers also believed that CALL increased their productivity and reduced their workload. Nonetheless, challenges such as limited access to CALL resources and insufficient training have been identified (e.g., Zhang et al., 2014). The study's outcomes contribute to Chinese language education, provide insights for effective CALL integration in character acquisition, and provide pedagogical implications to various stakeholders.
Details
- Title: Subtitle
- Teacher beliefs about Chinese character acquisition via computer-assisted language learning: a multiple case study
- Creators
- Yue Chen
- Contributors
- Pamela M. Wesely (Advisor)Saba Ali (Committee Member)Carolyn Colvin (Committee Member)David Johnson (Committee Member)Lia Plakans (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007353
- Number of pages
- xiv, 172 pages
- Copyright
- Copyright 2024 Yue Chen
- Language
- English
- Date submitted
- 04/23/2024
- Description illustrations
- illustrations (some color)
- Description bibliographic
- Includes bibliographical references (page 149-162).
- Public Abstract (ETD)
This study investigated Chinese as a world language (CWL) teacher beliefs and perceptions about character acquisition via Computer-Assisted Language Learning (CALL). The Chinese language has been one of the most popular world languages that students choose to study in the U.S. at the K-12 level. However, for native English speakers, learning the Chinese language especially Chinese characters can be challenging due to the Chinese orthographic structures (Shen, 2011; Zhan & Cheng, 2014). This study was guided by Borg’s language teacher cognition framework to explore CWL teacher beliefs, classroom practices, and the relationship between teacher beliefs and classroom practices. I collected data via first individual interviews, classroom observations, second individual interviews, and a focus group interview with three secondary CWL teachers in the United States.
Findings suggested that CWL teachers’ experience learning character did not involve CALL and it was mainly through rote learning with dictations or written exams serving as the main forms of assessments. Moreover, there were a few character teaching strategies implemented by the teachers, which included ongoing review of characters, teaching students how to write characters by hand, and teaching characters without the assistance of pinyin. In addition, teachers believed that incorporating CALL into character instruction increased their productivity and reduced their workload, engaged students in the learning process, enhanced learners’ learning experiences, and enabled students to do drilling and repetitive practices. However, there were also some CALL limitations identified by the CWL teachers in terms of teaching characters, which included a lack of character instruction, misalignment with teachers’ curriculum and various student language proficiency levels. I provided implications for a variety of stakeholders including researchers, teachers, teacher education programs, school administrators, and materials developers.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984647353602771
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